Lesson 2

Butler Buddy Enrichment Groups
Date: 10/10
Session Number: #3
Grade Level: 1
Butler Students: Diana Turner
Session #3: Dinosaur Dig
Focus Book or Theme: Dinosaurs
Yael Kurganoff
To begin, we will discuss what dinosaur names can mean. Next, we will read Bones, Bones, Dinosaur
Bones by Byron Barton. We will teach the students how to read and where to locate the following parts of
a (Tyrannosaurus Rex) dinosaur: skull, jaw, spine, tailbone, ribs, arms, and legs. We will use flashcards
with the name and drawing of the body part on it. We will split the group in half. Yael will teach about the
tail, spine, arms, and legs, and I will teach about the skull, jaw, and ribs. The two groups of students will
switch teachers after the first lesson is complete. We will first model how to read the word on the card and
ask students to point to the body part on their bodies. We will follow the C&G apprenticeship approach
with the cards until the students can label and read the cards on their own. After students have learned the
body parts, we will then stage a mock dinosaur dig using sand and plastic bones in a large plastic
container. We will pass out goggles for the students to wear and paintbrushes for students to use. We will
model how to find bones and how to indentify what bone it is. We will then have the students assist us in
finding and identifying bones; then they will do as we assist them; then they do as we watch them. We will
end this lesson by assembling the bones to construct a skeleton of a Tyrannosaurs Rex dinosaur.
Read Aloud:
Focus Questions: Where are bones located on a dinosaur skeleton? Where are your bones located? What
do dinosaur bones look like?
Teaching point(s) for this lesson: Recognize, read, and identify basic bones of the human body and
dinosaur body.
Integration of content areas: Reading, Writing, and Science
 Science: 1.2.2 Choose, test and use tools to separate soil samples into component parts.
 Reading: 1.2.7 Relate prior knowledge to what is read. (Core Standard)
 Reading: 1.1.11 Read common sight words (words that are often seen and heard). (Core Standard)
Learning Theories:
We used the C & G Apprenticeship Model. It was helpful for the students to see what they were
looking for in the dig, as well as how to look. The actual dinosaur model was a little difficult to put
together, so we showed them how to do it first, and then we broke off different sections of it and had them
break off into smaller groups to do it.
Knowledge of Students
Diana and I had a very group of students that worked well together. Parker was a very excited
student, who loved to answer our questions. He also seemed to have a lot of background information to
work from. Tia and Joseph were much quieter. I believe that Joseph might not have gone to kindergarten,
particularly because his writing abilities seemed to be behind his classmates. He benefited greatly from one
on one attention. Ella and Isyss were pretty reserved but great students. It was wonderful to see Isyss work
with Tia on naming bones that they had found. It was obvious that they were friends in school, and Isyss
brought out a very great side of Tia that we had not seen in our first two sessions.
For my enrichment sessions, we worked with students from Central Elementary in Pike Township. For this
Enrichment session, my group consisted of three girls and two boys in 1st grade. There is more information
about my learners spread through out my lesson plan, my reflection and other sections of my portfolio.
Visual Evidence:
Doing our Dino Dig
Today went fantastic! The students loved the dig! Parker even asked his mom if he could stay so he could
do the dig! It always adds a boost of confidence to a teacher when a student actively wants to learn about
what you are teaching.
I think we needed to give them a little more time to play with the sand at the beginning. Maybe we should
have let them do that without the tools first. Also, before we brought out the sand and tools we should have
gone over how to use the digging tools.
At the end, when we put the dinosaur together, I think we needed a different model. The one we had was a
bit difficult to put together. Also, maybe if we had two models for the students to use, they could have
broken into smaller groups to get more hands on time. Overall, I think the lesson was great though!